Alternative programmes, alternative schools and social justice

Children and young people in Scotland who are most at risk of exclusion, and therefore more likely to attend alternative provision, are often some of the most vulnerable.

“children and young people in Scotland who are most at risk of exclusion, and therefore more likely to attend alternative provision, are often some of the most vulnerable”

The existence of an AP sector may provide a convenient way for mainstream schools to continue unchanged, engaging in a range of exclusionary practices.

“the existence of an AP sector may 'provide a convenient way for [mainstream] schools to continue unchanged, engaging in a range of exclusionary practices' (Pennacchia et al., 2016, p. 1).”

A lack of access to progression routes and qualifications in AP, and a focus on disciplinary approaches, may have longer term impacts, perpetuating patterns of inequality.

“a lack of access to progression routes and qualifications in AP, and a focus on disciplinary approaches, may have longer term impacts, perpetuating patterns of inequality (De Jong & Griffiths, 2006;Mills et al., 2013;Pennacchia et al., 2016;Thomson & Pennacchia, 2016b).”

The fact that so much of the external AP is third sector provided could have benefits (third sector can be responsive and creative, stepping away from disciplinary expectations of mainstream schools) and drawbacks (widespread instability can make systemic change unlikely).

“In this context, the fact that so much of the external AP is third sector provided could have benefits and drawbacks: benefits because the third sector can be responsive and creative, stepping away from the disciplinary expectations of mainstream schools (Thomson & Pennacchia, 2016b), and drawbacks because widespread instability can make systemic change unlikely (Mills et al., 2015;Pennacchia et a”